A blended learning exercise physiology theory module that supports student autonomy and improves academic performance

Abstract

A limited number of studies have explored the impact of blended exercise physiology theory curricula on student learning and experience. This study aimed to investigate the impact of an exercise physiology blended learning theory module on student performance, engagement, and perceptions. The module, comprised a range of elements (student guide, lecturer-recorded videos, supplementary videos, formative quizzes, workshops, and discussion forum), was implemented in a third-year subject taken by students in non-specialist undergraduate science, technology, engineering, and mathematics (STEM) degrees. Students chose which elements to engage with to support their learning. Exam performance was assessed by comparing exam marks from fully face-to-face delivery to the blended delivery using an independent t-test. Student perceptions were determined via an end-of-module questionnaire comprised of Likert-scale questions and open-ended questions. Descriptive statistical analysis was conducted on the Likert-scale responses and thematic analysis conducted on the open-ended responses. Student engagement with online resources was determined through analysis of access statistics from the learning management system. Student exam marks in the blended learning student group were significantly higher (p<0.0001) than the face-to-face group, even though the questions were of a higher Bloom's level in the blended learning group. Students preferred blended delivery over fully face-to-face delivery. Most students accessed the student guide, lecturer recorded videos and quizzes, with supplementary videos, workshops and discussion forums accessed by fewer students. In conclusion, a blended exercise physiology theory module improved student exam performance, was positively perceived by students, and engagement with the elements of the module was varied.

Perceptions of University Students Toward Blended Learning During COVID-19

“…Even though blended learning helped motivate students to learn independently and in pairs, it also considered the individual differences among students, which increased academic performance. These results are in harmony with (Ahmad S Haider & Al-Salman, 2020a;Jost et al, 2021;Julien et al, 2022).…”

“…34 (11.4%) disagreed, and 33 (11%) disagreed strongly with this statement. This result is in line with (Julien et al, 2022) that blended learning encourages independence in learning.…”

“…They concluded that training should be provided to teachers and incentives to teach using blended learning since blended learning entails rigorous follow-up for students. (Julien, Tangalakis, Hayes, & Lexis, 2022) conducted a study on the role of blended learning in enhancing physiology students' autonomy and academic performance. They used a Likert scale to measure the impact.…”